High School Graduation by Avis E. Glaze & Ruth Mattingley & Rob Andrews

Author:Avis E. Glaze & Ruth Mattingley & Rob Andrews [Glaze, Avis E. & Mattingley, Ruth & Andrews, Rob]
Language: eng
Format: epub
ISBN: 9781483332024
Publisher: SAGE Publications
Published: 2013-08-28T04:00:00+00:00

• Where are we now and how are we doing?

• What do our data tell us?

• Who are the students who are underperforming?

• What are our strengths?

• What is the greatest area of need for all students to be successful?

• What actions will we take to ensure continuous improvement?

• How will we know if we have been successful?

Self-assessment improves schools by encouraging the school community to be more proactive in monitoring its own progress. Throughout Ontario, schools are now conducting self-assessments to determine their effectiveness in improving student achievement. This process has resulted in school staff taking greater ownership for improvement efforts and the success of all students. It has taken professional accountability to a higher level.

Summary

In Ontario, it was recognized that to improve graduation rates, it was necessary to strengthen education in the foundational elementary school years. The strategies that were implemented by the Literacy and Numeracy Secretariat resulted not only in higher achievement but also in narrowing gaps. In Ontario, excellence and equity go hand in hand. As a province, we have demonstrated that results can be achieved without alienating our teachers and principals, and without imposing punitive approaches and negative sanctions. We rejected the reliance of some jurisdictions on the ranking of schools.

For change to happen and be sustained, it is critical to have ownership at all levels. Relying solely on top-down approaches has not proven to be effective in the long term. The Secretariat’s approach was to work alongside districts and schools, providing a range of supports and capacity building. We encouraged educators to take ownership for their own improvement efforts. We eschewed the one-size-fits-all mentality and provided supports to meet the varying needs of districts and boards. We provided both positive pressure and targeted support to districts and schools to ensure that students received a high-quality elementary school education that would position them for success in high school.

How to Re-Create These Strategies

In Ontario, we recognize that we must be relentless in our quest for continuous improvement in student achievement. Progress is monitored continuously, and revisions are made to the strategy as needed. Improvement efforts must be a continuous and cyclical process of analysis, planning, and implementation designed to enhance student achievement measurably over time. The following is a series of considerations when developing large-scale improvement efforts.

Fundamental Beliefs

The foundation for reform efforts in Ontario rested with the belief that all students can achieve at high levels when provided with high-quality instruction and given appropriate supports and time. There was also a deep belief that early childhood learning is critical to future success. It is essential to instill a sense of urgency in all those responsible for educating our children and to rekindle their sense of moral responsibility to help all students achieve. Building the capacity for improvement is foundational to large-scale reform.

Political Elements

Political and educational leaders need to build partnerships and collaborate with all stakeholders to garner support for change. Shame and blame tactics do not work! Policies and practices must be reviewed and revised where necessary in support of improvement goals.

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